European language portfolio: promoting a lifetime of vocationally-oriented language learning Project BG/0/B/F/LA

24-5 September 2004ELP implementation support (impel)2 The SU (Sofia University) ELP 5 language versions – BG – IT – DE – FR – EN partnership of 9 institutions from 5 European countries

24-5 September 2004ELP implementation support (impel)3 Common goals To equip FLL learners for the challenge of intensified mobility and co-operation To promote mutual understanding, respect and tolerance To develop the ability to communicate across linguistic and cultural boundaries To facilitate mutual recognition of qualifications

24-5 September 2004ELP implementation support (impel)4 Guiding principles Transparency (common core) Comparability Vocational character Needs of the target group VOLL (vocationally-oriented language learning)

24-5 September 2004ELP implementation support (impel)5 SU ELP and FL learning School application –Relating the curricula to CEF –Relating curricula to future occupational needs Adult application –Links to studies (self-study) and working life –Specific relevant descriptors

24-5 September 2004ELP implementation support (impel)6 Publishing, production costs, sales price Publishing before the end of the project –4 versions to be published (Bulgaria, Italian, German, French) –Costs absorbed in the general budget –Distribution to learners mostly free of charge External publishing –No-profit publishing or commercial publishing –Use the project network –Fixed production costs  € 3.00 – 6.00 –Ordering procedures –Price to learners €

24-5 September 2004ELP implementation support (impel)7 Dissemination strategy Guide for teachers (in four languages) Information leaflets for learners Information materials for employers Feedback from learners Steering committee decision on dissemination activities University people + commercialization

24-5 September 2004ELP implementation support (impel)8 Stages in the designing of the ELP for vocational purposes  Identification of situations in the target sectors that require the usage of a foreign language  Designing of language profiles  Formulation of specific vocational descriptors for the target sectors  Designinig of training modules to enhance the target skills development

24-5 September 2004ELP implementation support (impel)9 Language profiles  Common European Framework of Reference for languages  Levels for each competence  Actual needs and necessities

24-5 September 2004ELP implementation support (impel)10 Language profiles  Employers, human resources, recruitment of staff, job application – use of appropriate language and visuals  Vocational training and education

24-5 September 2004ELP implementation support (impel)11 Specific vocational descriptors International experience in designing descriptors Incorporating the experience and expertise of representatives of the target sectors Banks of descriptors and trialling with potential users Basis for designing modules of learning ‘professional language’

24-5 September 2004ELP implementation support (impel)12 Analysis of objectives

24-5 September 2004ELP implementation support (impel)13 Intervention logic Inputs Assumptions and risks causal logic of events in projects or programmes building blocks in the design and implementation of ELP projects (incl. assumptions about cause and effect relations and the specification of risks that are beyond the direct control of the project stakeholders Assumptions and risks Activities OutputsOutcomes

24-5 September 2004ELP implementation support (impel)14 What happens at the end of the project? Partnership not functioning any more co-operation of dissemination responsibilities and rights decided in advance the particular project - a building block in a larger goal-oriented partnership; new priorities set up and new projects designed responsibilities taken over for dissemination outside the project matrix national co-ordination unit for implementation, institutional impact

24-5 September 2004ELP implementation support (impel)15 Challenges Not a real project cycle Identification Formulation Financing Implementation Evaluation Indicative programming

24-5 September 2004ELP implementation support (impel)16 CEF Seminar Topic: Application of CEF in Bulgarian educational system FL inspectors and experts in the regional inspectorates duration: one week Financing: the cultural and educational institutions of the EU countries in Bulgaria

24-5 September 2004ELP implementation support (impel)17 CEF Seminar Institutional support from the Ministry of Education Presentation of the ELP models accredited for the country methodology of the seminar: compiling a Portfolio supporting materials for dissemination on regional level Regional seminars ???

24-5 September 2004ELP implementation support (impel)18 EU programmes and actions Leonardo da Vinci (current call for proposals in the field of vocational education and training; call for proposals for Organization of Events (conferences and seminars) for the exploitation of innovative results from the Leonardo da Vinci Programme) Socrates (Comenius, Lingua, Grundtvig, Accompanying measures) Tempus (for countries in the Western Balkans and also Tacis countries – Russia and former republics)

24-5 September 2004ELP implementation support (impel)19 EU programmes and actions Europass training: –standard community information document, –content and presentation defined at Community level, – details of training periods abroad European indicator of language competence, which should measure –linguistic competence of young people –their skills in at least two languages other than mother tongue –their skills in reading, listening, speaking and writing, – record the percentage of people attaining each of the six levels on the scales of the CEF)

24-5 September 2004ELP implementation support (impel)20 EU programmes and actions Priorities: transparency of qualifications and skills activities that can enhance or promote the use of ELPs indirectly (language audits, language skills for vocational target sectors, specialized descriptors or modules tailored for the specific needs of occupational areas, cultural skills) Transnational networks (to assemble and build on European expertise and innovative approaches)